It is 7 pm on Monday, January 5th, 2026, a new year. And I call to order the organ board organizational meeting of Richfield School Board, which is I'm going to say it anyways. Uh it is the opportunity where we take and we elect new officers for our board, which is why this is a special meeting IN THE ONCE A YEAR, RIGHT? WOO! All the excitement. Attending this meetings, this evening's board meeting live and in the boardroom are board members Cali Dennis, Haley Tommpkins, Paula Cole, Kenless, I don't know why I'm going back and forth, Kirk Spencer, and I'm board chair Eric Carter. We're joined tonight by our student representatives, Vanessa Rosa, Miguel, and Tania Breenriidge. Also at the table, we have Superintendent Stevie Nowski and assistant to superintendent Cassandra Quam. Other members of the district's leadership team are in attendance and may be participating throughout the meeting as well. Richfield Public School's mission is to inspire and empower each individual to learn, grow, and excel. And we aim to keep this focus at the heart of our discussions this evening. Thanks to all of you joining us live here, live here, and in the boardroom. And we want to thank those of you who are streaming the meeting uh or watching it after the fact via YouTube. We appreciate when people bear witness to our meetings where we conduct the necessary official business of the district. So, our first thing with the exciting meeting tonight is we get to administer the oath of office to our newly elected board members, Cal Me Dennis and Haley Tomkins. Uh, with that, I don't know if there's any other special ritual. Um, other than they they have already signed actually myself as a new board member, we've signed and done the oath, but we also do it here in public in our forum so that everybody can bear witness to it. >> Anything else to add? >> No, I think you're doing spectacularly, Mr. Carter. put you on the spot. Who would like to go first? >> I'll go first. >> Awesome. >> I affirm that I will support the Constitution of the United States and of this state and that I will discharge faithfully the duties of the office of school board member of Independent School District number 280 to the best of my judgment and ability. Congratulations [applause] and welcome. >> Okay. I uh affirm that I will support the Constitution of the United States and of this state and that I will discharge faithfully the duties of the office of school board member of Independent School District number 280 to the best of my judgment and ability. [applause] >> Congratulations and welcome. So our first exciting evening of the first exciting event of the evening is election of our new chair. We do this again at the first of the year where we elected the different positions. Um is there anybody interested in nominating themselves or someone else for chair? >> I'd like to nominate Eric Carter. [laughter] >> Thank you guys for jumping in on that so quick. Are there any more nominations? Is anybody else interested for a nomination for a third time? >> Second time. Darn it. >> Are you sure I said >> Tim? >> Tim [laughter] uh in the crowd. I did not mention we also have uh board ameritus chair and elder Tim Palace. >> We didn't get a camera swing, but we know you're out there. Calling for nominations a third time for board chair. Hearing none, we vote on this, right? >> A little rusty because it's been a year. >> As long as you accept the nomination. >> Oh, yeah. >> Are you willing to serve as the chair? Mr. >> I am willing to serve as the chair for another year. >> Then you should ask for a vote. >> Then we'll bring it to a vote. All in favor of nominating me, voting for me as board chair, say I. >> I. >> I. >> All post, please say nay. I'm not going to vote. I abene. I >> Oh, you should have just voted for yourself. Yeah, I'm not that guy. >> All right. >> Uh, the passes and I'm the new chair, so we won't change seats. I'll remain here. >> So, that brings us to election for vice chair. >> Is anyone interested in nominating themselves for vice chair or nominating somebody else? >> I'll nominate Kirk Spencer for vice chair. >> A second. >> Just quick like that. We have our first nomination. Is anybody else interested or want to make a nomination for vice chair? Are we sure? I'm calling for nominations for a third time for vice chair. >> Hearing none, we have Kirk Spencer. Volunteered as uh vice chair or nominated as vice chair. Are you interested in the position? Should have asked. >> I will accept that. >> Fantastic. We'll bring it to a vote. All in favor for Kirk as a vice chair, please say I. I. >> I. All post, please say nay. >> The chair votes I. And we have a new recurring returning vice chair. >> Just thinking that would have been the easiest vice chair year ever because you've been to every single meeting if someone else would have like stepped forward as vice chair. >> I'm should knock on wood now. [laughter] >> I don't think I'm going to make it for the rest of the meeting tonight. Be prepared. All right, that brings us to election of clerk. Is anyone interested in nominating themselves or someone else for clerk? As I see >> I nominate Ken Liss. >> Second. >> Was that your second or do you are you looking for a second? >> I'm looking for a second. [laughter] >> It sounded like a minute. >> Is there anyone else interested in running for clerk? should ask then uh Ken, are you interested in being nominated for clerk? >> I am. >> And then is there anybody else interested in nominating themselves or someone else for clerk? >> Hearing none, we'll bring it to a vote. All in favor for Ken as clerk, please say I. >> I. >> I. >> All post, please say nay. The chair votes I and Kenless is our new >> clerk. New clerk. >> New clerk. He was treasure. Three years, two name tags, Mr. Exciting will be my third. >> Three years. Third. That's right. This is your third year. Wow. You're becoming a veteran. >> Wow. Look at that. All right. Brings us to our last position, election of treasurer. Is anyone interested in nominating themselves or someone else for treasurer? There's a lot of [clears throat] silence here. >> I nominate myself for treasurer. I second that. And >> I guess I'm not going to ask if you're okay with that position since you're nominating yourself. >> I was do making signals there in case somebody wanted Okay. And then >> nobody wanted to push you out of the way. >> Uh you're going for the four plaque >> thing. >> No. >> No. She's already had this one. She's gonna She's hoping for the clerk in a year. >> Oh, her clerk of the year. >> Sometime before I go. >> Yes, Jack. >> Which is in two years. >> Plant that seed. You want to be clerk in the future. Good [laughter] to know. Keep that in mind. >> If Cassandra wants to give me the play and just be that, that's fine. >> Nope. Nice try. [laughter] That's not how that works. Any more nominations for treasurer? I will ask for a third time. And if for those of you wondering why I keep motioning and make sure we're counting is legally officially we have to we have to ask three times. I wasn't sure if our uh board member Merit just wanted to chime in on that. Uh [clears throat] so again asking for a third time for nominations for treasurer hearing none we'll bring it to a vote all in favor of voting Paula as our treasurer say I >> all post we say nay. Chair votes I and Paula is our new treasurer. Welcome. All right past that important part. Uh that brings us to our first item business for the evening. Well second third fourth uh is approval of the agenda which is routine business item. I'll briefly pause to see if there are any comments or questions related to the agenda hearing and seeing none. Is anybody prepared to move the agenda as presented? >> So moved. >> Second. >> We have a motion by director Spencer. Direct second by director Cole. Any discussion? I'm sure why I asked. All in favor, please say I. >> I. >> All post, please say nay. Chair votes I. And the agenda is approved. Tonight is a uh non-public comment evening. Um and before we move on to our full topics, um I'll remind everyone that our next opportunity for public comment will be Tuesday, not Monday, January 20th at 7 p.m., which is our normal board meeting for the second time of the month. Uh that brings us over to Superintendent Yoski for our superintendent update. Yes. And so just summarizing and appreciating the organizational meeting, there are boards that are very challenged by who um goes through that line of succession. And so we have that very collaborative great partnership and that is very much appreciated. And to our new board members that that comes up every single year. Um we often have our chair serve two years, which is what Mr. Carter is doing. Uh we often have our vice chair then serve two years before perhaps becoming the chair. Um which would then create a rotation. Most likely Mr. Carter back to director and opportunities coming um for all of us in the future. Uh but a great way to start. So I'm excited to welcome you all and to open our meeting. We have three things on the superintendent report. We have the team from STEM which looks like principal assistant assistant principal uh student and parent um who are here in some capacity. Um we also have um Mr. Dr. Holgi will be presenting the where we are in enrollment report and then um it would appear that um Miss Jen's and Miss Scari Cler will be presenting about preK programming for 2627. And so with that, I'm going to turn it over to the super team from STEM to introduce themselves and get started. >> Good evening, superintendent and board members. Thank you for having us. I am Kelly Woods, the proud principal of Richfield STEM Elementary. introduce yourself. >> I am Adair Martinez for I am a student in STEM Elementary. >> And then we have Mr. Jonathan Hyer who is our assistant principal at STEM. Um so I want to just thank you for giving us the opportunity to kind of [clears throat] share um about our afterchool programming at STEM. Um and so today we'll just do a welcome and then talk about kind of our priorities or what we looked at when um developing our dreams programming. and then um give you an overview of some of the offerings that we have and kind of highlight some new classes that we um have done this year and then we'll hear from some of our students through a video and then also from Adair here and then open it up for questions at the end. Um, so I just want to tie like our afterchool programming aligns with our um, strategic plan, especially in regards to activities and really creating that opportunity for students to have extracurricular opportunities so they can get that sense of belonging, feel connected um, to the school, build friendships with people outside of their classrooms. We offer it for students in second through fifth grade, so some of the kids are grouped across grade levels, so they're able to make those connections. um as well as take classes that help them be well-rounded in their life. Um and so one of the goals is really that we wanted to do was increase our offerings. Um I know that we currently last year um we offered um eight classes, but this year we're offering nine. Um and we wanted to be able to give more access to students and we also wanted to be able to tie in that STEM connection. So that is um one of the things that we've been adding over the last couple of years. Um we have three with the STEM focus. We have we serve students um about 130 students through our Dreams Academy. And um a couple of years ago, one of our focus was really being able to increase the amount of staff um STEM staff that would participate um in teaching some of those classes because they have the relationships with the students um and just to um get to know other students as well. Sorry. Um so some of the classes that we have that are in regards to um STEM related um we have a partnership through one of our staff members made a connection with our close proximity to the airport. Um and so we have a STEM aviation club. Um it kind of this relationship happened kind of informally through conversations. Um were some people that worked over at the hangar and then at the airport and um they wanted to do some partnering with our students um and just learn about flight and do hands-on experiments. um they do model gliders and um they learn about lift and drag and there is a um they will do a field trip through um a grant to go and um kind of see it in action to be able to visit. Um and one of the things that we offer is wheels in motion which is um STEM and Adair will talk about that as well. Um we did a partnership with [clears throat] the Minnesota Cycling Center. So, we have people that come um kids get to um do some projects and um learn about cycling. They get to do some bike riding um throughout the city. You like to do that too, right? The the cycling. Um they don't do it in the winter, but there were some days in the fall session that they did go outside and um do cycling. So really just offering seeing STEM in action, [clears throat] not just hearing about it, but really making giving them the opportunities to see it in action and also see careers is what we want to see um to open up the opportunity for um future careers. All right. Um and another STEM focus is inside the human body. So that's where the students are really learning about body systems and learning about how um the human body works. So that's another offering that we have. Um, and a new class that we offer that's not STEM related, but it's a Spanish language club. So, one of our EL teachers wanted to provide an opportunity for our Spanish speaking students to be able to connect. Um, so during that class, they're able to um learn about culture, um, community and shared interests. Um, they do engage in activities and have discussion and um, and do projects. So really an opportunity. Um a lot of times um we have some students that are native Spanish speakers that may be in a class where they're maybe one or two. So they're a little sometimes may be a little isolated but have that time to be able to connect with others within um our school. So just really having that bridge. So Spanish is something that can bringing them together their language. Um and then some other opportunities um that we offer is the youth choir with Mrs. Miles, our music teacher. Um and so they learn about music, they do a lot of movement. Um they also have the opportunity to participate in different performances throughout um the year. Um, and then we also offer games and really looking at some like getting away from it's kind of interesting to say being a STEM school, but also given the opportunity to have those hands on games. There's some I'll call them old school games because I'm a little older. So older games where they're, you know, have to work together, problem solve, and like talk to each other. So removing that technology to also build those um speaking skills and those interpersonal skills. Um and then we also offer art and literacy exploration. Um you can go to the next slide, Cassandra. So those are some photos from some of the games. So some of our students playing the hand the games. Um but I know that really the stars of the show are our students. So I just want to be able to give um a dare and then we have Ronin who's in a video talking about why they like dreams. So, I'm gonna give it away to you. >> Good evening. My name is Adair Martinez. I am in fifth grade and have been going through Dreams since day one. My favorite thing about Dreams are that there are lots of different activities for all kids to find some thing they like. If I had to give my top three activities, they would be active bodies, active minds, wheels of discovery, and games on. Dreams is a fun way for kids to socialize with friends in different grades or classes. Thank you for having me here today. Any questions? All right. And then next we have Ronan who just wanted to share his perspective on dreams and then we'll open up questions. [clears throat] What I like about dreams is that you can do like physical activities in in some but you can also like boost your brain in others. And my favorite parts is like when I do the biking one, you can kind of just like be free. So I think just giving kids the opportunity, like you said, to be free. So they get to um be their authentic selves and then be able to learn in engaging ways. Um so with that, thank you. And I'll open it up for questions. >> Thank you. And I'll first say great job. I'll open up to the board for questions. want to thank see out there. Thank you so much for coming to share your experience. Uh children are my favorite part of any board meeting. Uh it means a lot. So thanks mom. Uh and I'm glad to hear that it's going well. Uh I look forward to see more of you. >> Thank you. >> I will echo that. Thank you so much for sharing what you get to learn. And I my question for you is so when you do you sign up to go and do you go twice a week every week and then you choose after school what activity you want to do each day or is there like something you're assigned to? >> Well kind of this year they changed it like you go outside and you get to play and then you go inside and have a snack. Then you go to your classes and your classes are assigned. >> Okay. and you like pick your class and then after winter break you can switch. >> Very cool. >> Nice. >> And just to add on what Adair said, so um Dreams runs in sessions. So we offer it um Monday and Wednesdays and students are able to select what um what classes they would like. I will say one thing is Dreams is really popular. I even had kids talking today. There's a wait list. So kids really want to um be a part of it. So I'm like, you need to sign up early, but they get to select um kind of rank what they would like to do. >> Can you also talk to us about the like how it's funded because if there's a weight list, what's the opportunity for growing that and how do we do that? >> Um I think for us funding and then also being able to have staff um to have enough staff to be able to do the offerings. >> Is that is it funded through the district or through a grant or >> through the district? Okay. Okay. Thank you. >> I got a couple of things. One, I'll start with the choir. I went to a city council meeting earlier this year. It was early this this academic year and STEM was there singing and they were really good, you know. I mean, I can't don't ask you what they sang, but I enjoyed I enjoyed listening to them sing and it was kind of fun. And the commissioners are all like, "Wa, nice." Or the council members, the youth, the aviation club. How cool is that? Now, we've got a couple of organizations here in the Twin Cities that fly planes, like those big C130s you see flying around and stuff. >> And being Well, I'd be more prone to tell telling you to go to the Navy side because they're the better pilots, but I'm biased. Um, I wonder if we could get some of those pilots. I mean, I'll make a few phone calls for you and see if we can get some of those pilots to come in and talk to these talk to you. Who knows, maybe you can get a tour of a C130. >> Yeah, that would be great. Would you like to see >> a ride on an F5? You'll never get that. But >> I'll reach out to you. [clears throat] Yeah, let's talk about that because >> I mean I'm retired, long retired, but still I hold enough rank where I can pull a string or two. So I think it would be kind of cool to get that side of the aviation world in. >> Yeah, it would be great. I think just really having students be able to see it in action. Um the Minnesota not through DREAMS but the Minnesota Department of Transportation also came in and did um worked with um some grade levels last year just looking at the construction and how it's impacting the kids see the construction that's happening on 494 every day um and then just making that connection as well. So he did that last year. >> Yeah, I remember. >> I'll share. I think so. I've worked with many of you all in designing some of this work over the past year, but I just want to congratulate you all. I've seen targeted services programs across the state. And this is really an exemplar in terms of innovation, in terms of partnership, in terms of quality. And I'm really proud that we have something like this in Richfield because it's far and away, y'all. You can go across the state and see targeted services programs and this is really exemplary. And so I want to congratulate all of you for um really doing what's possible with those kind with those dollars and with that kind of program. um really taking it to into space with how cool it is and being really rooted in the real world, real world experience, connecting to career, connecting to lots of different interests and other young people. I mean, it's just so much good stuff. So, congratulations you all and keep it up and I Yeah, just congrats. >> Thank you. I'd like to say something also, dear. I think that you're very brave to come here tonight and share this with us. So, thank you and I hope it goes very well for you. You're very brave. >> Thank you. >> Think I'm jumping in again. Great job. Now, here's a hard question. I told you it's coming. So, I I looked at this at the presentation and I didn't see active bodies, active minds. >> So, can you tell a little bit more about that? Active Bodies, Active Minds is is a class where you can play lots of different games with your body and kind of lots of different sports and what else? You you get to like like just be active and >> just like um like >> stay active. >> Yeah, stay active and do lots of fun do lots of different fun things. >> Do do you take guests? Because I'm guessing a couple of the board members would be interested in this because it sounds like a lot of fun. >> Your silence. I'm taking that as a no. You don't want us there. And that's okay, too, because my kids wouldn't want us there either, so I I get it. >> Uh, [clears throat] the aviation club, I mean, sounds amazing. Um, do do we one of my questions I kind of typically ask is like, do we share that knowledge with other other schools in our district? I mean, I think that, you know, even like Kim was saying, the connections of like opportunities for other classes to participate. Have we talked to any other schools? >> I have not. So, that is a good point. That is a good point. >> And it may be early on. It's just I want I like to try to plant that seed of like, you know, we started it, how do we grow it and then how do we share it across schools? I mean, again, it sounds like an amazing opportunity where I'd love to be a guest. You know, it's it sounds super fun. >> Yeah. One of the benefits we have of Mr. Hire's position. So, he is uh doing a lot. So, he is the assistant principal of STEM, but he also does coordinate extended learning um in our other elementaryaries. So, he does have the opportunity to partner with our extended programs across the district. And so, well, well, Miss Woods is particularly u focused at STEM. Um Jonathan's at STEM and gets the joy of doing a lot more also. So he does do some of that work. >> Fantastic. >> And I think he presents more next time about um extended learning as well. >> More questions or comments? >> All right. Yeah, I have a comment. Yeah. Um thank you for being here. I think it's really amazing that you got to share, you know, what it's like to be a part of these like cool activities. Um, I'm going into aviation starting in the fall in Mano. So, that's one thing I'm excited about and I'm really happy that you're bringing this out like for students at a younger age because I really think it like it's amazing that we're able to discover more at a younger age. That way, I guess it gives us more of a range to like um have a find in more careers. >> Yeah. >> So, yeah, that that's all the comment I had. >> Thank you. and I'd be happy to attend. Um, >> I want to meet a real pilot. So, there you go. We have to invite you to one of our >> Thank you. Yeah. [cough] classes. >> So, again, everybody's excited about it. >> Yeah. >> Any more questions or comments? If not, again, great job tonight. Very proud of you. [applause] >> All right. Thank you to our team from STEM. Uh, we're going to now uh Poor Mr. Dr. Holgi has to follow this up with where we are in enrollment about information, data, class sizes, and numbers of students. Certainly not as exciting and fun as a dare, but he will do his darn best. So, take it away, Mr. Hold. >> Very good. Good evening, everybody. Thank you very much. >> Thank you. >> Thank you. >> Um, I do echo echo Paula um Cole's um sharing out that one of my favorite parts of these presentations is students faces coming in and sharing their stories, seeing faces on the presentations. Um, as Superintendent Yowski said, I get to share the numbers behind those kids. Um, who are those kids in Richfield? >> Pivot. >> What? >> That was a good pivot. >> I was working on it. So, um, anyway, so >> fine. I'll hear about it. I >> So, um, but anyway, so sharing the numbers and kind of enrollment and story behind those kids in a data based piece. Um, there is a um, a lot of information in this total where we are in enrollment report. the presentation is going to highlight the information, but at the end of that presentation, you'll see a whole lot of data that supports the information and does a deeper dive into that as well. So, um we'll go through the highlights, but if there are questions on the presentation or the um rest of the report, we can respond to those as well. Um all of this information is based on our October one enrollment counts. Um we try to take a snapshot every year. There's some state reporting that ties in with that October one count. Um, but then that also just helps us have one kind of capture point because numbers change all the time for our enrollment here in Richfield schools. Um, so taking a look at this first slide, the multi-year analysis, this is something the board has seen already, I believe. Um, when we take a look at this, we will see where students are at in each one of our buildings, how that compares to our projections um, from our planning for this year and then how it compares to our actual October one from the previous year. So the first set of columns there shows the different buildings, the number of students that are at each one of those grade levels in each one of those buildings. And then that October one actual count is that first long column. And then the green column is what was projected. Um in the second set of columns there, you will see the variance from that projection to the actual enrollment. And then in the far right column, you'll see the actual October one count. you'll see the actual October one or act actual October one count from 2024 actual October one count from 2025 at the same grade level not factoring in the attrition and what is that variance at the grade level um so we'll move on and the next page will give kind of an overview of that information um in Richfield this year on October 1 we had 3,986 students um 3,835 of those are what we consider our traditional count which is our K through 12 programming as well as our early childhood special education ation and our transition plus programming which is servicing serving those students that are over 18 in a special education program. Um there are we're 151 voluntary pre kindergarten students. We call those out separately just because not every district has a voluntary prek program. Um and it helps us look at that information consistently over years. Um this shows that we are 70 students fewer than projection when we were looking at our budget this year and 131 students fewer than 2425 actual in the year. Um the next slide takes a look at where those variances overall we are down 131 students as I indicated kind of the larger grouped areas. Elementary is down 32 students um with um enrollment um decreases at Centennial RDS and STEM, but Sheridan Hills is actually up 24 students this year compared to the previous year. Um Richfield Middle School is down 65 students [clears throat] and Richfield High School is down 23 students. Um and then transition plus is up seven students. So just kind of a summary of some of those larger groups of enrollment. >> [clears throat] >> Uh the next is kind of a graphic image of those variances um going back all the way to 2008. The red bars is that traditional count of the um early childhood special ed, the K through 12, and the transition plus program. In 2016, you can see that the pre kindergartener, the voluntary pre kindergarten program was added. Um that is represented by the blue bar. And then we have a group of students um that are in that gray bar that are um receiving both early childhood special education and VPK students. So this shows those variances. Um this year that accounts for 3,986 151 [snorts] voluntary prek 17 that are kind of a crossover of early childhood special ed and prek and then 3,818 that are in that K through 12 transition plus grouping. Um, when we do this, we also like to take a look at class sizes and what are the average class sizes across the district at different grade levels. In K through five, you can see the average class size on that far right bar is 22.17 students um for that elementary program. Um down from last year at 24.15. Um just a quick reminder, last year we had a larger than um enrollment larger than projected enrollment in Richfield schools. This year we have a smaller than projected enrollment in Richfield schools. So that's a little bit of the reason for that variance. Um but one of the things I want to point out in this is 2017 you can see that average class size was just under 26 at the elementary level. um that is connected in with our um oper or operating referendum where one of our commitments to our community was to reduce our class sizes. And so you can see after that 2017 year, we pretty consistently stayed two to three students below that target um from the 26 students in 2017. Um the next snapshot takes a look at our different buildings. You can see there are lots of ups and downs at each one of the buildings. Um, there are year-to-year variations that happen in those buildings and class sizes. Part of that is because of the limited number of sections at each grade level and just parent choices of where they want their students enrolled and how those variances change from projection with Sheran Hills being up um this year from projection. You can see that there's they're at the larger number of those areas compared to the other ones were down below. So, that's one of the factors connected in with it. But this just shows that by building how those variations changed. And then the next is a little cleaner look at it just by building. Um you can see we have average class sizes. One thing it [clears throat] was in the previous slide as well, but you can see Centennial there's an asterisk that has 20.6 instead of the 22.3. Um we have one teacher who is providing instruction for language arts or for English and math instruction for those grade levels. So the actual English and math programming or reading math programming is a class size average of 20.6 compared to that home room class size of 22.33. Um so for the core instruction areas um those class sizes were bought down at Centennial specifically. Um the next slide takes a look at our um middle school programming. Again here you can see that 23.07 07. Um, and that's a relatively small number when we look at metro number metro averages in middle school programs as well. Um, and you can see that that is down quite a bit from the 2017 year. And then finally, at the high school, um, the average class size trend is at 25.24 students per class, um, compared to 2017 when it was 28.68. Again, you can see it's been relatively consistently low, especially over the last three years. Now, average class sizes, especially at the middle school and high school, have a wide variety of variations. At elementary level, um we basically take that cohort of third grade students, and for the most part, they get distributed relatively evenly evenly across those home rooms. Um at the middle school and high school, there's a whole lot more variances in the number of students at each one of those sections. Um the yellow um line on here is what you want to follow for the current year and then you can see there are comparisons to other years. Um what we have generally looked at is trying to mitigate um the number of sections that are at the higher numbers 35 plus or in the 30 plus for middle school and high school. So you can see we were relatively successful with that. um details regarding each one of these classes um is later on in the materials that can tell us where those students are in the number of se or number of kids in each one of those sections. Um in this graph specifically the 35 plus um enrollment is in the intermediate algebra um program. So, it's an advanced algebra there at the middle school. And then in the 30 to 35, it's um family, consumer science, health, global language, and an advanced language arts are the ones that are in that 30 to 35 class um size. So, not again in more of the core subject areas. Um when we look at the high um or the middle school trends, this is another way of looking at that same information. The red bar is the number of students that are in 30 plus. The blue bar is at 2529. The gray bar is uh 20 to 24 and the yellow bar is uh less than 20. Um you can notice kind of a year-to-year transition here with a significant change in the number of sections from 38 down to 10 that are at that 30 plus for the middle school. Um and then even a um a reduction at that lowest level of less than 20. So trying to hit that mid-range as much as much as possible. Um, when we transition and look at the high school, again, we're following on this one, we're actually following the green bar, sorry. Um, but you can see it's relatively consistent with the number of sections. Um, we had in 2022 to 2023 a larger spike in the 3435 sections, but it's been um brought down pretty significantly the other years. Um in this situation looking specifically at the 35 plus um art, business, family, consumer science, um we have some cotto classes where there are two teachers in a class um working either with the core um the core subject as well as ELLL or core subject in special education. So there are two teachers in some of those classes. um intermediate algebra, PE biology cot, environmental science cot um and then AP human geology, geography and AP world history are those that are at that 35 plus um number of sections. So again not in the bulk of our core instructional areas. Um and then when we look at high school trends similarly you can see we went from about 106 to 87 students in that 30 plus range for number of students in the sections and that was spread pretty consistently across those other categories of lesson 20 20 to 24 and 25 to 29. I'm going to just pause and ask if there are any questions on those class size >> thank you pieces. So [laughter] >> I I've got a couple. Okay. um on the pre slide 14 of his packet. So I guess we'll back one. Um is [clears throat] that spike from four years ago real 70 classes that were over 35? >> I believe it was consistent. Yeah, that that okay >> was there. I didn't recently look at it, but >> So >> yeah, >> have 70 classes that are that large, but okay. >> Yeah, that was four years ago. >> Um the the class size trend by school. So the slide before this and after it, you talked about wanting obviously to reduce the number of classes that are over 30 and also reduce those that are less than 20. Is there like a sweet spot that you want to have 60% of our classes be in those middle two boxes or >> um I I think a lot of it really depends on the enrollment and the course registrations and selections of students. So there are some courses that are able to handle larger class sizes and other courses that are not able to handle larger class sizes. >> So you wouldn't say across the board. >> So across the board, I mean, this is the challenge. If you want to offer a broad program, >> right, >> and options, you're going to end up with a variety of >> um enrollments because it's hard to split a class and have class of 35 versus two of 17. There are some classes that are fine at 35 and some classes that we would want to have down closer to the 20. Yeah. >> Um when we look at trends, we see most high schools are running average class sizes over 30 in the metro area. >> So our numbers are down pretty significantly from what we see other trends. >> Do you have something to say? >> I mean I think we use a funding model of a traditional size of 30. Um but that also acknowledges things like a choir or a band should have more students. A PE class can run with more students. And then there are other classes like reading intervention supports that run with smaller students. And so it's it's a balance. >> Yeah. I mean, you look at the the I don't know, amber color at the bottom and you think, boy, that that could be an expensive band to fund because not band the class, but it's a small small class size for each teacher. And the red is kind of against where we want to be for class size, but in a lot of those classes, if you double click on them, you see that that like you said, band can have more, right? They can you can have more than 35 kids in that class and be fine, >> right? >> Yeah. [clears throat] >> Um I had one other question if I may. Um so I think we also do we track separately the percent of students that we keep from year to year like the there were sixth graders last year, there's seventh graders this year. we kept 90% of them like they stayed >> um we we have looked at what's the cohort size >> uh >> as of October one um and at the same time we know there's a lot of transition that happens even during the year so we don't look at exactly >> I mean you can you can see that but I'm wondering just maybe for the board to be thinking about like churn is obviously very difficult for students and it's not a lot that the school can do to I think the school can impact the churn. If kids are have if kids and families [clears throat] are having a really good experience, they're going to stay if they can. Um, and so I don't know what the perfect percentage is, but if we're keeping 90% of the kids from the previous year, is that a good year? If we're only keeping 70% of the kids from the previous year, is that a bad year? >> Right. >> I think it's a very complex statistic. I think that um for families who have um life stability um your analysis I would say is accurate. We would want to have people who are in a stable situation who are making a decision who have chosen to be with us to remain with us. Um and there are different instabilities that occur that can very significantly alter that number. Um over the past year, for example, we know that there have been some federal immigration uh actions that might have impacted different communities differently um and made different communities family lives more stable or less stable than others. Um and so there are there are things we can impact. Um I think that is what communication, marketing and providing a very good academic and educational and whole experience is about. Um, and there are those things that we try to do to to mitigate any of those other things that we don't control. It it it's hard to give an it's hard to give an exact number. >> And and so I mean, [clears throat] you can't you can't improve something if you don't measure it in a lot of cases. Um, and I'm wondering if that's something that we think is worth measuring. >> Are you talking during the year or across >> from previous year? How many kids that were in sixth grade in the 24 25 school year? How many of those sixth graders are now our seventh graders now? Did we keep 90% of those kids, 60% of those kids? >> Um because if you look at some of these, we always have we we've at least the last few years, we've always had a drop from fifth grade to sixth grade. So, we've talked about the importance of that transition and getting kids from fifth grade um engaged in the high school. Um I think last year it was also true and it is this year that um we have more ninth graders this year than we had eighth graders last year. >> Some of that is some of the schools that feed into the high school don't have 9th, 10th, 11th, 12th grade that are outside of our district and so we get a bump from that. >> Um some is just choosing Richfield High School due to other circumstances. I had that the the thought crossed my mind uh but wearing my hat as a fundraiser like I think a lot about retention. [clears throat] >> Thank you. That's the word I was looking for. [laughter] Uh and so but to to to the to which end because like I know again thinking about fundraising like there are people who will give that would love to give you again but they can't right and so I think for something like you're saying for us to learn from those rates we will have to know a lot of information that I [snorts] don't know how easy it will be to collect. So I'm thinking about like retention in a job site like exit interviews. kind of we talked about those before >> and so I think for for us to have a metric that works we will have to know almost the nonvoluntary departures right like you know between those and so I we will just have to see if the benefit of finding out that will outweigh the the time and the that will take and the resources to put the info [clears throat] together >> I'm not even asking necessarily at least at this point for the why but [snorts] the the number we we have how many how many of the kids last year named >> came back this year. >> Yeah, we do have I mean we do have that data so we absolutely can yeah >> uh pull that out and share. We do know from looking at the overall data that fifth to sixth for example is a transition where we the the data is different than the other data. We lose more students from fifth to sixth than we do from third to fourth. um because partially they are changing schools but they are going from elementary to middle. We know that in 8th to 9th we increase students and that is also a pattern breaker. Um I would suggest that in addition to our high school being spectacular, it also happens to do with the fact that we have multiple charters in our city that all end at 8th grade. >> Um and so they are then having students who have an opportunity for choice and um there is then an influx of students. We've done work with them to to recruit. Um so there are those areas where the pattern is different um than other areas and those are the areas for us to absolutely or that we do look at focus on and and work for transition activities. >> And with um when we do our enrollment projections we do take a look at what is that October one count y >> at kindergarten compared to to the um or at first grade compared to the previous kindergarten. we have that retention of a cord of October one and at the same time there's a lot of change that happens between October one and the end of the school year of students coming in and students going out both. Um so like if students are moving out of a residence there's another family moving in that kind of replaces that transition. So we we look at that specifically and then we do have the opportunity to look at individuals too when needed >> or said differently we have 5 to 10% turnover during the course of the year even though we stay around the same. So we have 200 to 400 students that will leave us during the course of the year and 200 to 400 students that will enter us over the course of the year. >> That's good data. >> There's a lot of transition of students. >> Yeah. You know what I find interesting is you were just talking about the um present political climate and all that though if you look at slide number 17 our EL students have gone up >> which is interesting um that too and it's probably a good it's a good indicator of the quality of this of this district. >> Yes, we are a tractor district for that. though as we look to this current count um we'll we'll have what's that >> go ahead >> yeah we'll have to keep examining um we also are really closely monitoring we're seeing a number of students that are exiting us or students who are no longer our students and students who are on the edge of no longer being our students um because by the state statute [clears throat] with 15 days of absence you have to drop the students and they would have to reenroll uh we're seeing a larger number of our students um not uh since December and returning in January that we're monitoring very closely, not necessarily returning to school >> cuz these are October 1st. >> Yep. >> These are October 1st. A >> lot of stuff has happened since then. >> We're seeing some significant changes in the past 6 weeks um break included. Um and there is that 15-day drop period that we're we're working to provide services and supports and really closely monitor attendance and enrollment um because these are actually more in flux than typical at present. Any other questions on class sizes? >> I have one other if I if I might. Um, so the kindergarten enrollment is uh a bright spot. There's a lot more kindergarteners this year than we had anticipated. >> Um, do we know is there a retention from VPK that went up this year that helped with that? Do we know? >> I don't know that. >> Okay, >> we can look and see. Yep. >> I've got questions. Slow down. [laughter] >> Do you guys have questions? If not, I'll jump in with my slew of them. >> Um, so this is probably a question actually not for you, but for Cassandra. Um, the 2020, so actually a comment to you guys and then a question for her. So, at the beginning of the board packets, we do have uh metric data. I mean, part of it is is as new board members or I guess way back in the day when I was a new member, um, I was asking some of those questions about like what does this mean? What's this acronym mean? How many uh students do we have? And it's like it felt like we kept coming back to it throughout the meeting. So, we asked that it get added to the packet. So, just so you know that that's always upfront for those who are watching know that is up front to you. The 2024 2025 data is that from 101 or is that from the end of the year? >> It's from 101. >> From 101. So, then at this point for our next packet, we'll have updated information from what's being presented today. >> 100%. Yes. >> Thank you. Um, so Craig, you made the comment saying that it was a larger than projected number of students last year and we're a smaller than projected this year, but part of the reason last year was kind of also off is that we had a large number of students and then a large number of open enrollment. Is that open enrollment included in the projected numbers? >> Um, in our enrollment projections, we're looking at the trends. So, we did make some adjustments for the open enrollment transition for this year. Um and then well where I'm going with it then is is our open enrollment also smaller. So do we project less and then open enrollment less which is kind of double impact. >> So we projected fewer students um what we saw if we look at what occurred this year there are a set of data that are different than typical. Um our closure to open enrollment last year because we weren't able to add teachers at that point. I'd say there are about 20 students this year who probably would have joined us uh who would have stayed on and so we did an analysis of what the impact of that decision is. 20 of our students I'd say of the number that we are reduced is from that decision. Um there was a change very significantly in our number of homeless highly mobile students. Um there was a very large drop of students um which is both good news and bad news. um homeless highly mobile are students that have moved to an insecure housing location and we transfer them from there and we transport them to our school district um so that they can have stability in school. Uh many of those students um found stable housing um and so we are no longer transporting them and they are now in the district closest to where they are living. So while it is that good news for them, good news for their family, uh for our overall enrollment, that was a pretty significant change for us. Um those would be the two biggest impacts um and account for most of the change or a pretty significant amount of the change versus projection >> on the projection side. Just came back to your initial question. We don't look at it individually by open enrollment by um non-public enrollment by charter enrollment. We look at kind of the cohort size at each one of those grade levels and what is our retention from year to year. Um but then we kind of tag down and look at some of the details of where there might be impact. So we would know about >> um this is probably a little weird one, but I I was looking at the middle school class sizes and looking at the I think Kirk called it the amber color um of how it was growing or how's the trend over the last four years growing. Is that again because of the variability in the classes offered? >> Um, >> and yeah, >> say that again. Sorry. >> Steve said yes. >> So, no, I was acknowledging. Sorry. that is there has been a uh this is you'll notice that since co uh that has been a significant um increase in the implementation of support classes and support opportunities for kids and what we do with those classes is we make sure that they are smaller in size and so uh we have really looked at how do we structure those models um of those classes um to make sure that we're able to to shrink as much as humanly possible. >> Okay, great. And then the last question is actually kind of going back to what Kirk had asked. Um, so and I I think for me I'd ask this question too and it's like I guess I would um kind of dial in his question to be specific around the transition times, right? So I mean I think I had asked a question you know it's like kind of when I was a first new board member and I can say that now while having started my fifth year um you know what what does that spread look like right? is like I'm really interested to see like it felt for me as a new board member back then that we were losing a lot of people going from the middle school or going from elementary into middle school and hearing feedback from our parents that I don't want to go to Richfield Middle School. I don't like it and and I I don't have a problem saying that on the mic at this point because I think we've done a great job of turning things around. That said, I'll go back to Kirk's point of like if we've got the metric to show what does it look like, right? I would have expected that number to like leaving depending on how you want to draw it, right? is that there were more people leaving and hopefully that there's less now because they're excited to stay at Richfield Middle School, they want that great experience and then for whatever reason as they go into the high school, right, it's like if it's because people are staying in the district or because they're moving into the district seeing that number. So, I'd like to see that chart. >> Yeah, we can certainly produce the continuing students um from year to year. Um [clears throat] the and I'll just make conscious and say out loud the theory you're talking about is that if people have a more positive perspective on the schools, they will remain in the schools and they will continue on in the district. That may or may not be factual. That is a theory. >> Yep. And there could be other reasons as well, right? I get it. But I think Kirk's got a valid point say kind of echoing it of if we're not tracking it, right? And it's like for me it was, you know, and I um make this happy sad comment, right? I mean, I think we've done a great job of communications and marketing and we continue to do it. Now, you know why I'm saying it's sad. Um, as we continue with our communication and marketing, it's like how do we we push that, right? It's like show that we're doing a good job or or if it's not or how do we look at it or maybe maybe we do need to dig into it. I we we can't tell without the numbers. >> Sure. >> I just again awesome. And we still need a plan of what we will do with such data because what I I think my push back is that I don't like to admire the problem if we're not going to I mean I don't you know we're not there the problem but sometimes it's like we go into yeah I see the deep into middle school and then I see the increase and so there's a lot of these variables and some of them we have uh power through marketing and obviously the kind kind of education we provide and then other things are out of our control. So I just want us to be >> that intentional about like if we're gonna look at that what are we gonna do with it >> is my >> yeah so what I would share with the board and I'll just repeat some of the things and these are things that have been presented over the years right so from fifth to sixth we have multiple visits of both middle schoolers to our elementaryaries but also our fifth graders go to sixth grade they have positive experience that occurs uh to try to connect our fifth graders to our sixth grade Um our survey data suggests that it went from a lot of concern about our middle school to them performing in a similar perspective um of parents and students as to what our other schools look like at this point. What we are doing is acting on the theory and I'm just going to keep calling it the theory that if the perspective of the middle school and people's belief in the middle school success is higher uh that will impact enrollment. Thus far we have no data to suggest that's an accurate theory. Uh we're going to continue down that road. Um but we are not seeing a change in enrollment based on that theory at present. We will keep working to have a more effective school. We will keep working to communicate more effectively about the school. We will continue to have strong transition activities between elementary and middle. And um we are currently working on those being the theoretical activities that will help um retain enrollment even though we don't actually have evidence that those are successful strategies. Um and we'll keep looking for other strategies too. My theory is that over the last five years the retention from fifth to sixth grade has gone up but we don't have the data to show that I mean the data exists sure >> but what would we do with that if that is the case that becomes a markcom thing >> to parents in fifth grade yes students in fifth grade are getting a great >> transition opportunity to see what sixth grade is but if in fact we are retaining more students that's that counterargument that I'm sure is still three four five years later after some real challenges is at the middle school level. Um if that number retention number is higher, >> yeah, >> that helps to continue to make that retention level higher in the future. >> That makes sense. >> So think like we have more choices for middle school charters. Mhm. And then I what I will be curious to learn is when families are choosing like what are the things that are attractive >> so that then we can market how we also do that or how we can make you know changes if we may to adapt to uh our community needs right so >> so it's so having the data is awesome I just want to make sure that we know that what you know being intentional about getting it because otherwise we just We can certainly pull that and we'll prioritize uh fifth to sixth grade um as we start in that direction. [snorts] Any other questions on class size otherwise we'll move on to demographics. >> You didn't think there'd be this many questions, did you? >> I actually never did. [laughter] Yes. >> Well, I mean Ken already previewed one of the slides coming up and charter school previews the slide later, so I think it'll be a transition to some of this other stuff as well. Um, taking a look at our student diversity, um, this year 71.25% of our students identify as bipok. Um, compared to 70.73 last year, you can see it really has been pretty consistent all the way back to 2017 when we're highlighted in this graph of within about a percent or two um, in that um, student diversity aspect. Um, there is a whole lot of detail embedded into the report um, on pages 31, 32, and 32A's. Yes, two plural 32A's um at the end of the report that breaks down what is that bipok um student enrollment look like. Um there also is a um couple pages that takes a look at our two or more um students and how they are broken out. Um there are three different categories. One that looks at um Native American or American Indian um that includes Northern American Indian, South American Indian, and then they group get grouped into one category as far as how they're counted with two or more races. um are general two or more races and then Hispanic two or more races um because of the reporting pieces and how they show up in federal and state reports um which is different but um a whole lot of detail later on in the pre um in the packet regarding that information um so 71.25% 25% of our students identify as bipok. Um, English language learners, as candidate indicated, um, it's gone up slightly from 24.17% to 25.74. Um, I think we have some really great programming in Richfield schools, whether that's a factor or not. But, um, and also a little bit different to what some of the ge um, social political aspects would be looking at. Um, but we do see that increase here this year um, for our ELLL students as a percent of students being served in Richfield schools. Um and then this is just a highlight here of in 2016 you you can see that there's a pretty significant drop in ELLL student enrollment. Um that really is um coordinated with the change in qualification criteria for those ELELLL students. And so they were actually counted as qualifying or not differently between those two years. But that again has been pretty consistent going back to 2016 when it was at 26.49% down slightly from that um significant decade of time. um free and reduced enrollment. You'll see a lot of slide swings on this um going back to 2019. Um really tied in with education benefit forms um and requirements for free meals in both 2020 and 2021. Um we saw that those forms weren't required and there was a federal waiver um for free meals for our meal programming. So we saw that reduction in students being identified. We know our enrollment did not change that much um as you can see because it popped up in 2022 when all of a sudden students and families had to fill out those forms for the free meals. Um but then in 22 um in 2023 um again free meals became available from the state and you can see that significant impact of a drop of 5% that first year um in our um students identifying as free and reduced another 4% drop in 2024. So, a total of 9% over that two-year period. Um, our teams worked really hard to get forms filled out this year. And so, you can see an increase of 2.7% from last year in that eligibility. Again, we do not believe our numbers and percentages of students have changed in this area. It's just a matter of reporting, but also kind of identifies the importance of this um because this really is connected in with federal programming um funding. It's com um coordinated with our compensatory funding in the district. um and a pretty significant change that 10% dip is about $2 million of compensatory funding or about a third of our overall compensatory funds in that change. So um pretty significant areas and that's where we're looking at the legislature to hopefully figure out a way to kind of keep us fully funded for the long-term and compensatory areas. Um, and again, there's a whole lot of detail in the back there. And then I'm going to move on to the last few items we take a look at is, um, where are students coming from and where are Richfield resident students going. So, um, enrollment options or open enrollment is where students or families can choose to enroll in a different district than the one that they live in. Um these are the areas um that or these are the districts that we have the largest either ins and outs associated with that. Um Bloomington, Burnsville, Dina, Minneapolis, Rosemount, St. Paul. Um SEC is actually South Education Center. It's a 287 program. Um it actually is a program that we are the fiscal host for. So those Richfield students really are counted as Richfield students, but in state reporting, they show up right now as open enrolled outside of in that alternative program. Um the first three columns show the 2425 students enrolling in from Bloomington in those districts into Richfield students enrolling out and then what's that net change and then the next three columns are the 2526 year. Um just a couple highlights you can see Edina we have the greatest enrollment out um as a net um from Richfield into Edina. Um and Minneapolis we have the greatest enrollment in about 199 students in that area. Um we have um as far as numbers coming in, our next largest is coming in from Burnsville. Um 47 students coming in compared to 12 students going out. Um Bloomington is pretty close to a wash of just a seven student variance on there. 227 in, 234 out. Um Rose Mount, we have a seven more students coming into Richfield than going to Rosemont, Apple Valley Egan. St. Paul is pretty close in there as well. So um net changes or the largest changes um for us were increased um net improvements in Bloomington and Burnsville Edina we had another 17 student um enrollment out or increased enrollment out on that net impact as well. Um I think I covered the highlights of that section. Um this looks at kind of the trend of ups and downs of those open enrollment um specifics. So in 2023 we had more coming in than going out. We have a slight improvement from 2425 in this most recent year. Um [clears throat] I'm going to move on next and take a look at non-public and charters which is a different group. So non-public schools are going to be the private schools. Um we have 57 um Richfield resident students who are enrolled in non-publiclix. This is an increase of 68 since the 2425 year. um as one would anticipate, most of those um non-public schools are within the area. So, Blessed Trinity um had an increase of 34 students this year enrolled from non-public. But last year was kind of an odd year because it had a dip from about 135 down to 115 and now back up to 149. Um homeschool counts as non-public. Those are student um families who choose to homeschool their students um either themselves or within a collaborative. Um that's an increase of about 14 students in the home school. Um Holy Angels, 65 Richfield residents are enrolled at Holy Angels. That's a reduction of about six students. And then Crystal Ray and Annunciation are pretty consistent with where they um were the last year. Um looking at charter schools, 780 total Richfield students um enroll in charter schools. Um this is a decrease of 27 from the 2425 year. 7 Hills Prep had a reduction of about 34 students, but they still have 249 Richfield resident students there. Um, Partnership Academy, another one located primarily here for long-term is um 155 students. That is a reduction of about six students um compared to previous year. Um, Hayawathmies has 61 students. Um, they also had a slight reduction. Eagle Ridge Academy had a slight increase. Um, New Century is one we're still trying to get some additional information on. they actually had an increase of 28 students, but there were some other partner um charter schools that had significant reductions. So, we're not sure what that transition is. And then um International Spanish Academy of Minnesota Transitions Charter are the other larger charter schools our Richfield residents are enrolled in. Um and then a number of years we kind of take um started to take a look at retain Richfield like how do we retain Richfield residents um coming in and choosing to enroll in Richfield schools. [clears throat] Um this kind of highlights that um transition where that is overall you can see it's been pretty consistent over the last four years of running around 61 and 62% it's 61.62%. Um if you want to kind of track the calculation as this goes down just to explain this chart. Open enrollment out is that first row. Charters and non-public out is the second row. Um and then the total residents out enrolling in those options is kind of that third row. Then we look at what's the Richfield public schools enrollment and we reduce the number of open enrolled kids in Richfield, the 696. So we come up with 3,290 students that are Richfield residents coming to school in Richfield um out of a total of 5339 which comes up with that 61.62. 62%. So, just another metric that kind of looks at um changes there, but it's been fairly consistent over those years. As I said before, there is a lot of additional information included in the details behind this packet. So, if there are any questions on any of those items or the follow-up materials, um we can take a look at those as well. Thank you for all that >> questions, comments, or did we exhaust them all already? >> I've got one. Um, on the free and reduced enrollment. Um, you had talked about the drop from 22, it's about 7%. You said, and I think I caught this right, but correct me. Um, it that drop consists of a third of our compensatory funds and two million maybe it's maybe it's the wording that I didn't quite get. >> Um, it is about a $2 million reduction in compensatory >> if we drop from 62 to 55 and >> if we drop from 62 to 53. >> Yep. Okay. >> So, we're hoping, we don't know exactly what that calculation is going to look like for next year. >> Yep. Um, but we're hoping even that smaller amount will help because it takes a look at concentration factors and a whole bunch of other calculations. >> That calculation is complex. So, it's a third of those compensatory funds, but it's not dollar per kid or dollar per >> if we hadn't had um a hold harmless. >> Y >> um we would have seen a $2 million reduction or $ 1.9 million reduction in compensatory funds this year. >> Yep. Yeah. It It's a drop of about 10% and you said it was a third of the funds, but that's because that calculation is complex. I got you. >> Thank you. >> I have a question. Um, what is it though? I lost it. What is it? Oh, do we have So, what I don't see is you mentioned HHM. Do we have somewhere kind of the numbers around HHM or is that somewhere I didn't see? Um, we can get the numbers. We haven't traditionally reported on it in this packet, but we have those numbers. >> And it just and thinking about HHM, I know that some of the kind of federal policy and other things around Mckin Vento, other things like that. I'm wondering if we anticipate any hits regarding if we have a lot of HHM students and if Mckin Vento is getting taken away, do we anticipate that being a meaningful impact to us or No. >> Um, we are not anticipating it being taken away. >> Okay. Um, there are other federal programs that are under risk. We have not been advised that that's one of them. >> Got it. Thank you. >> More questions? Looks like we may be questioned out. All right, we will release Mr. Holg and bring up um >> Thanks, Craig. Thank you. our directors to talk about prek and our proposal in regard to prek programming for next year. There's your chair. >> Right. Well, good evening, Superintendent Yowski, Chair Carter, members of the board, viewing public. I'm Rachel Jensen. I'm the director of elementary education. I'm joined by my colleague Amy Scari Cler who is the director of community education to talk about prek programming tonight. So um we wanted to start by grounding you in what our current uh model for prek is. Um we this year are offering half day prek programming. By halfday um we mean 2.5h hour uh day programs. We have nine sections um with the capacity to serve up to 180 four-year-old students. Our current enrollment is at about 151. So we're not quite at um our capacity for service. Two of those se sections are at RDLS and our full immersion programs. Two of those sections are at STEM. And then we have five sections of half-day four-year-old preK at Central. Um we did offer and advertise four half-day sections at both Centennial and Sheridan Hills, but were not able to fill those sections this year. And so we collapsed um those sections. Um students who had enrolled in those programs were reassigned to that fifth section that you see at central this year. Um we also offer a preschool half-day preschool for three-year-olds. Again, 2.5 hours and families have the option to choose two days or three days per week for that. Um and all of those sections are uh housed at central. So we currently have five sections with the capacity to serve up to 90 students. All right. We did a survey um recently in December uh surveying all of our families that had uh preschool eligible students. So students who would be four next year. Uh and we published this both on our website and sent it out via social media as well as that um direct communication to those targeted families. Had a pretty good response rate. We had almost 100 respondents and as you can see the majority of them indicated that they were most interested um in a full day program. Not surprising. We've heard that anecdotally as well that full day programming um meets the needs of of many families. Uh and about 60% a little over 60% of respondents indicated that they would be willing to pay for a full day option. So seeing uh what our data suggests about the viability of full day programming and its ability to serve our community, we are proposing um next year moving to offering four full day uh prek programs for our four-year-olds. We would offer a full day section at each of our elementary schools that run concurrently with the elementary 6 and 1 half hour school day. Um so one section at each of those schools. We would continue to offer several half-day um sections for families who do still want a half day section. Um two and a half hours, five days a week, and those would be about four sections at um at Central. So, we're aiming to serve about 160 students. If we look at our October one uh counts of the average over the last four years, we've been about at an average of 158 students, ranging from 142 up to 171, but that 160 seems to be a sweet spot for us to land at. Um, and then we'll continue to offer half-day preschool for our three-year-olds as well, continuing with our same model, but um, anticipating that we would offer four sections of that serving up to 72 students. So, why the full day model? Here are some of the benefits that we feel that this offers. Um, as we saw from the survey, this is a really good match for our family's needs. Um, we would also be eliminating our transportation costs um for midday transportation at the elementary schools because the day would run concurrently with our K5 programming. Um, we think that this allows for consistent programming, equal offerings across all of the elementary schools. So, um, you know, we're not forcing families to make a decision about half day versus full day based on their school of choice. And it allows us to continue with our immersion programming. So, we would have a full day immersion programming um program at RDLS and then continue with halfday um Spanish enrichment offerings at Central. So, those have been a really good introduction to immersion education. They're more of a 5050 rather than the 9010 model. Um and we also feel that this would promote prek um as part of the elementary school communities and help with some of those transitions. So, not having to make a transition from prek early learning um into that elementary experience. Some considerations for the board to be aware of. Um this model would require us to hire some additional staff to maintain the required staffing ratios. Um maximum class sizes by state statute is 20 students staffed by one teacher and one paraprofessional. Um, we would also need to have a plan in place for prep time coverage. So, currently our pre-K teachers um who are teaching half-day programs have their their prep time that is contractually um required for them in between their sections, right? They'll teach their AM section, then they have a lunch break and their prep time while no students are in the building, and then they have their PM section. With a full day section, um we would need to provide some specialist offerings in order to cover this. likely through physical education, art, and and music just like our K5 students receive. Um there will likely be some increased need for um additional administrative support to manage full day programmings and the billing that comes along with those. Um and then it's just important to note um that this is concurrent with the school day. So it does not include before and after school care. So these um are the pricing that we're looking at. So our anticipated fees um it is based on a sliding scale that is aligned with federal income eligibility requirements um or guidelines. And we do have um some early learning scholarships that are available for eligible students to offset these costs as well. So, there are a few students based on eligibility requirements that would not necessarily pay any fees um to attend a full day program. Um we'll be the board will have an opportunity to vote on those fees later in this meeting. Um but we're happy to take some questions about those if needed to. So, um that concludes the information we wanted to share with you about our current program as well as what we're anticipating for next year. We're happy to answer questions. >> So to set that up for board and just to provide a little bit of additional background. So what this does, if you think about our conversation about middle school, um this provides the full day program in each of our buildings. Um which would then have those students um an increased um increased amount of students in the buildings. Um we believe that we could fill all of our sections by doing it this way. Um and reduce transitions between buildings by offering this Uh we do have some savings in regard to midday busing. Um that would come along with this. Um and this would be us um combining the voluntary prek funding with the scholarship funding um and also fees which is the only way we could actually provide that full day prek um in all of our buildings and actually make that fiscally responsible. >> Yes, I go ahead. >> I had that question about transportation for for the little ones. >> And so I'm glad to know that that would be provided. >> Y >> it's provided for four year olds and not [clears throat] the three-year-old sections. >> Just the foury olds, but all the foury olds have transportation. >> You know, I know we were talking about [clears throat and cough] moving all the preks over to to central at one point. And you know, as I thought about it, it's probably a really good idea to keep them in the other schools. My question is how much prek tok retention do you have in the individual schools? Are you finding that it's a good idea to keep them in Centennial, RDLS, wherever because they just move up to the next level? >> Yeah. Um we have most uh the greatest level of retention at STEM and RDLS I think uh primarily because those are choice schools, right? And so families are attracted to the unique offerings at STEM and the immersion programming at RDLS. Um a little bit less retention at um Centennial and Sheridan Hills when we had sections there in the past. Um and then Central um oftentimes the families that are choosing Central have a background um in they've attended our early childhood family education classes there. They had their child go to three-year-old preschool there and so they're really well connected to that community. But yeah, >> the other thing I I was interesting, I teach in St. Paul and I'm at an elementary that has full day prek and ECSE as well. And the way they do, and I know you guys are on top of this, but the way they do the prep time is they have specialists and it's the cutest little thing to see these preks going to technology, you know. But with the paras what they do is they they stagger their breaks. So you know person X will go in and cover for person Y who will then go in and cover for person and it just it's it's just a kind of a a circle and there's always coverage and everybody gets their breaks. >> Yeah. >> But I know you guys are on top of that. >> No thanks. It's always good to hear what other districts are doing too to have those creative solutions. So yeah, >> I'll just say I love that the move to full day. I think that's really obviously what families are looking for and I think yeah I think it's just going to support the community, support working families, right? I think that's a really smart move. So shout out to y'all for creating that. >> Yeah. What has happened is the statutes changed. um it didn't allow us to charge um and so it was not fiscally viable to try to launch this um until just recently. And so that's why we're moving to this model. And then uh to expand on on Mr. Lissa's comment, I did talk to board members about what they thought. Um full day in each of our buildings was a very consistent uh for our new board members. I do a lot of communication with board members and so all of us were in unison agreeing that um having prek in each of our buildings was something we should absolutely prioritize and by doing full day and and figuring this out um should be a successful program now and into the future. Um, I am curious about the the some financials on this, um, as you [clears throat] might expect. Um, and I I'm in full support of us doing this, but I want to get an understanding of what we think the high side, low side of cost to district on this might be. If if things don't if we're if we fill 80% capacity, what does that look like? We have this two exact number. So >> director Jensen can share some of that information or >> yeah I think I think director scar collector is going to address some of that. She's our she is our expert on our sliding fee scale. But um yeah VPK we are allowed to charge for just over um 500 hours for that. So it basically generates 6 ADM for us. the majority of our students um right now with our 151 students, we only have about 10 students who don't qualify for VPK. So, they will be getting a portion of the majority of our students will have a portion of that funded. Um and so what we're trying to figure out then is how many paying families, right? Um do we need to make that model work compared to how many scholarships we are able to offer? >> And scholarships are funded by Richfield schools. Nope. Okay. Do you want to answer it? >> They might get some. So, we get school readiness funding which can help with scholarships >> which is state >> but then there's also early learning scholarships. So, pathways dollars will come into I mean early learning is complicated array of funding sources and so >> depending on the mix of kids you have. >> It's going to look a little differently >> but it should work out pretty well. And if we have to after a year change things we could charge more. or we could try some different things, but we wanted to start with what we think will work, give it a try, and then we can always make some adjustments if we have to. >> So, as as Amy mentioned, so early learning scholarships, pathways are early learning scholarships. Um, by state statute, we have to give um uh preference to three-year-olds for those scholarships. Based on the numbers that we've awarded to three-year-olds over the last few years, we typically hover at around 30 to 35 scholarships for our three-year-olds, the amount of funding we would get. We anticipate being able to award 15 to 20 scholarships that would offer free um full day programming to income eligible families. Um and then we have potential for other grants um to be able to award some additional scholarships if those funds become available. >> Okay. So, it sounds like this is a netneutral decision to the district with a little bit of risk on the edges. >> There's a small amount of risk for I'd say up to approximately $100,000, but we believe that we believe that this based on the fees and and the funded scholarships that we will end up at a net flat or running like our typical system does. >> Full support, by the way. I'm just um I I want to make sure that we're transparent about what we did. a lot of Yeah, we did a lot of work with the fees. Um, you'll notice that our fees are lower than our surrounding communities. And I I'll just be transparent. I started with much lower fees. Um, and Rachel and Amy were like, Steve, you're taking on quite a bit of risk. Um, and you are funding basically not students in poverty. You are not funding students that have significant needs. You are funding students whose families aren't in poverty, who are not qualifying for for those components. And so we are still at a fee level lower than our neighboring districts or lower than the median um and at a number that significantly increases our confidence that this will not be run at a fiscal loss. >> Great. Thank you. >> But a great question because you will be voting on fees and I'm going to allow Rachel and Amy to go home after this and so I will be stuck answering all those questions after. So, if there are any other questions about fees, add please. >> I'll just add to where when we surveyed families, we surveyed with an estimated fee of around $900. So, we and where we ended up with fees is lower than what that survey number was where we had, you know, 63% of families indicating that they were willing to pay up to $900. So, >> you think you'll get more now that the fees are half. >> Can you repeat that question? You think we'll get more now that you think that now that we are showing that the fees are half? >> I think we are not going to have any problems filling our full day spots. I actually anticipate we're going to have a waiting list for that. Um what we're going to need to kind of wrestle with is making sure that we reserve some seats for our scholarship um families because they typically are not going to register um you know when enrollment opens compared to our fee paying families. and and we want we want to keep spots open for the families that we really want to serve from our marginalized groups. So >> is there a if I mean the confidence of filling it is there contingency to add a section in August if we find that we've filled them >> potentially typically that we I'm guessing it would be the half day sections that might not fill and we might have to even close one if we didn't I don't know if we would >> open another full day. We have historically had funding for 180 seats. Uh we are projecting for 160. So theoretically we could create another section. Um but as we are taking on risk um and we haven't gone down this road. I would suggest we are better off with a small weight list. One of the uniquenesses of prek versus the other grades or you are capped at 20. So you can't go to 21 have 20 show up and you're good. You have to go to 20. If 19 show up you have to now add. And so having a wait list is a benefit in this program. Um it is sort of a safety net to make sure we have never had trouble filling full day prek opportunities. Um it's just we haven't been able to fund them um because it it it's just has not allowed you to charge previously. >> So okay, >> more questions. >> So then um I'm gonna jump on the last one and make sure that I'm clear. So, did I hear right? You said 680 a.m. >> Correct. So, uh VBK allows us to fund a maximum of 510 hours, which is equivalent to a 68mm. >> So, it's not that you're anticipating that that's how many are going to show up. You're that's how many hours you're accounting for. >> That is that's how much funding we can generate um through VPK funding. >> Yes. [snorts] Well, and then the so the comment you made about 19 or 20. Then my question is is because we we also don't expect to have consistent attendance. Is that correct? >> No, we >> like Monday through Friday. >> We would. Yeah. >> No, these will be fiveday programs. So what what's unique about funding formulas in the state if you think of the general fund dollars which is about 7,000 per student is >> a traditional elementary student gets you 1.0 funding or that 7,000. A secondary student gets you 1.1 or about $7,700 and then a preK student gets you point six of the 7,000 or $4,200. Um and so any student qualifying for VPK um would bring in that fund from the state. There's a very small group that would not qualify for free EPK despite being four um that would have to also pay that amount. That is the that is the ones who could possibly pay $800. >> So then maybe I I'll try to ask my question out differently. Um, and maybe I'm thinking of the wrong program. I thought we were talking about attendance and parents letting you know whether or not they're going to show up. I thought it was the following day or if they're going to be out for the week. That's not this program. >> No. >> So, that is the child care at Centennial um that we launched. >> That you would have to re you would have to register for certain days of the week, but yeah. Yeah. It would be every you'd have a class a set class. >> Got a set class. So, a set class set class size. So even though so we we've got 20 names assigned to the class. >> Yes. So this is like a kindergarten classroom. This is a four-year-old prek kindergarten classroom. 20 students in the classroom assigned to one teacher, one para >> and they've maxed. So in kindergarten we could go to 50 if we felt like it. We don't do that. But there is no legal cap on any other grade. There's a legal cap on pre on foury olds at 20. >> And these are kids that come to school every day. I mean correct. >> Yeah. Separate separate from child care. Yep. This is actual prek educational programming every day during that set time, not the before or after school care. >> I think we're definitely excited about this. This is why we ask you guys so many questions. And I I'm guessing right from the excitement that we probably know what's going to happen later in the the meeting. Um I guess my only question is and I know it's a bit burdensome to come in here is like when can we expect the next update? Well, so the reason fees are in here today is because we're set to launch enrollment on the 15th of January. And so we can have some updates in late spring um just about what we have in terms of enrollment where our classes are full um and and [snorts] some of those applications, but those also do go throughout the course of the year. But we certainly can can come back with some information as an update. >> I think that'd be great. I mean, I thought the board members agree, but um and then maybe get on a regular cadence so that you're not getting extra stress. Again, not my intent. >> No. >> Well, and I believe I know Director Jensen presents again in the spring. >> Yep. >> Are you back in this? >> I don't think so. >> You've already done your presentation. So, >> this is your three. What we usually do when, and I'll say this for our new board members, when when we get those types of questions, um we don't usually, depending on when they're coming back, um make people come back an extra time, but we'll add that information either to a Friday letter communication to you all or also to to Rachel's next presentation to the board. >> I'm always happy to spend my Monday evenings with you. [laughter] >> Careful what you offer. >> Any more questions? Um yeah, I I had one if I can if I can jump in one more time. Um so a few weeks ago, um you came in and spoke about um the kindergarten readiness from our current program. And I'm curious if you've set some goals or metrics based on the full day and what we might anticipate at the end of next year, assuming that we we move forward with this. Of course, I you know, we're pretty confident that increasing to a full day program is going to increase our students readiness for kindergarten. Um I think our next stage in the planning is to talk about what that full day looks like. Going from 2 and 1/2 hours, right, to 6 and 1/2 hours, that's a much longer day for very young children. And so our next step is to start talking about what that programming looks like. still continuing to offer developmentally appropriate play-based curriculum, but looking at some of those areas that I had spoken about, particularly in math, where we had fewer students demonstrating kindergarten readiness skills, how can we tie to our kindergarten curriculum so that again there's that seamless transition between the two and we can really target some of those math skills that we know that students need to have um coming into kindergarten and incorporate intentional efforts to build those skills in the full day program. So, I don't have specific metrics yet other than we would look for an increase um in the number of students demonstrating those those readiness. >> Maybe that's part of that next update that >> Yeah. >> the chair is asking for. Thank you. >> Well, and so I did ask another question. Um just to make sure I'm clear, too. So, headcount wise, then we're looking at adding roughly 2.8 to 3.6 headcount. >> If we combine what you have >> teachers or like staffing or >> uh Okay. Saying one to 1.5, 1 to 1.3 and then right >> between between teachers in Paris. Yes. >> Got it. Okay. >> And then additional um in specialist FTE. >> So roughly three to three and a half people. >> Yeah. >> Okay. Thank you. Uh more questions. Are we good? >> Awesome. Thank you for your patience and the time and the data and the program. It's awesome. >> Thank you. Thank you. And normally we have only two presentations in the superintendent report but uh given the timeline uh we brought that forward and now things will start to pick up speed in our meeting. >> Pressure Mr. Carter. >> I'm on it. Okayoo. >> Challenge >> accepted. >> Challenge accepted. All right. The next item is approval of the consent agenda which contains a collection of routine or fairly routine business items that we consent to pass in bulk without individual discussion. I'll pause for a moment just to see if there any questions or requests before we proceed. I move to approve the consent agenda as presented. >> I second it. We have a motion by Director Cole and a second by Director Liss. >> I wanted one of them to second it. >> You know what? They're new. They They're easing into their first meeting. >> I know, but how fun would that have been, >> right? They got time. I don't believe you seconded or moved anything in your first couple of meetings, Mr. Lace. We have videos to prove it. [laughter] >> We [snorts] don't need to go through >> is going to look up the data right now. >> Okay. So, any questions or comments about the consent agenda? Hearing and seeing none, bring to vote. All in favor, please say I. I. >> I. >> All post say nay. Chair votes I. And the consent agenda is approved. Brings us to old business. First item of business is policy 407, leave of absence. leaves of absence and it's our third read. >> All right. So, we are recommending this for passage. As we do policies at the board meeting, we do a first read to review a second read with the first set of edits and if we get any voice um and then the third read is sort of that final read. This is the update of leave of absence which is reviewing and updating this to new policy language which uh aligns to the Minnesota paid leave program that began on January 1st. So, this is statutoily required. We needed to update it. We did it a little bit off the typical calendar of a 5-year review, but we have this for a third read for the board to make a motion and second and hopefully pass today. >> I so move. >> Good job. >> I'll second. >> Oh, >> wow. From the right side. >> They've already outperformed the first meeting of director list. [laughter] That's talking trash. >> Well, no. when I had the lowest number of votes too for my when I >> that's my turn. >> We have a motion by director Dennis and a second by director Tomkins. >> Any discussion? Any questions? >> If not, we'll bring this right to a vote. All in favor, please say I. >> I. >> I. All post say nay. The chair votes I and policy 407 leaves of absence is approved. Moves us to uh the RPS legislative platform for 2026. It's also a third read. All right. So, this has been reviewed twice. Uh we do have the new uh proposals in there. Uh we have gathered input and feedback from board members. Um as a reminder, this will be used as a launching pad for our conversation with our study session that should occur uh probably 5:30 or 6:00 on February 2nd, um which is a study session prior to our first board meeting in February. We will have our state legislators um here present for that conversation. Um, and so, um, I will review that with board members again later. Uh, but we do have this for passage or any questions that people might have since this is our third read. >> I move that we pass the RPS legislative platform of 2026. >> Second. >> On fire. We have a motion by director listen and a second by director Dennis. Um, any questions or comments? I might point on as a reminder, what are the yellow and green for again? >> Uh, yellow are new this year and green um, hang on. I'm going down to the uh, green. Miss, hang on. >> I think that was in the previous draft. >> Yeah, green was in the previous draft. Uh the yellow are just in the new draft but [snorts] green was uh green were things we were looking at maintaining. So legislature runs in two-year cycles. This is a policy year at the legislature. So our biggest components are really around policies. Uh next year will be a funding year at the legislature and so we will also focus on funding. So we often in in funding years talk about funding formulas and specific areas to focus dollars. Uh this year we are mainly focused on policies, although some of those have to do with funding. Any more questions? If not, that was we've got a motion in front of us. We'll bring it to a vote. All in favor, please say I. >> I. >> All post, please say nay. >> Chair votes I. And the legislative agenda is approved. Platform is approved. brings us to new business. First item is review of the 2025 represent a school assignment. >> All right, so we are jumping board members to page 109 of the packet. One of the roles of board members is to represent a school or to sign up for one school, one school site um or more. Um where you are committing to showing up from time to time u making that sort of your connected school um being at some of their significant events and and being sort of that board member who helps to represent them. You'll notice highlighted um Sharon Hills Elementary was represented by Tim Palace uh no longer on the board. He also took South Education Center. Um, and then R STEM uh was represented by Rachel Banks Cupcho. Now, this this list does not uh require new people to slide into those spots. Um, and we're not making a decision on this today. Uh, but for our new board members or returning board members, uh, please take a look at this so you can think about I mean, I'm not going to volunteer Miss Tomkins for Sheridan Hills, but knowing that she has a child there, that is a quite easy slide in. >> I already get those uh, parent square notifications. Already got them today. Um, and so, uh, this is just something to think about if Miss Dennis would end up at RTEM or if there is another building that she feels connected to. Um, that's something we don't need to decide today. Um, we'll decide this and vote on this at our next board meeting, but we want to make sure board members are aware. It's also a good time for us to think about do we still want to stay at those >> and if if anybody is really looking to want to change this would be a time to bring that up or um Miss Dennis if there's a specific school you feel particularly connected to and really feel strongly about this would also be a good time for that too. Okay. U R SEM. >> So R STEM. All right. So that would be very easy. That would leave um so draft form. Um and MissWam captures notes. That would mean uh Director Tomkins takes Sheridan Hills, Director Dennis takes uh RTEM only leaving South Education Center, which had been Tim Pus. Um and again, we don't need a commitment today. Uh we're going to vote on this at our next meeting. Um but that fills two of the three slots. And then if there's anybody who is interested in jumping into one of those extra spots or shifting, uh, this would be the time to share that information also. >> Right. And I I'll chime in. It's like, you know, I've been at the high school for a while. So if somebody wants to switch with me, I'm open to that as well. Don't get me wrong, I'm still going to be at the high school because it's fun to do. So I I think that's something we should consider just what we've I mean, this is for you guys, right? So part of our thing as we do is discuss things in public forum. So um I don't want to gloss over this. I don't want everybody to think that it has to be stuck the way it is. So it's great that you two that you naturally fill the two yellow spots. We obviously need to fill the SEC role. Um I don't know anybody offered to offered up the high school if anybody wants it. >> I'll also put out there that both Central Education and um the middle school I've partnered with for two years. So, if anyone has a real desire to steal that from me, Amy might not like that, but [laughter] but open to it. Like, if if anyone here has a real desire for either of those schools, I'm okay with that, too. >> And so, what I can commit to or you could have the full conversation here is I can reach out to each board member individually. So, one of the things to remember is we can't have you all calling each other because that would turn into a public meeting. Um, but I do have the capacity to communicate back and forth with each person. So, what I heard is Miss Tomkins is interested in Sheridan. I heard that Miss Dennis is interested in RSM. I heard Mr. Carter is open to shifting. Mr. Mr. Spencer is open to shifting. Um, and so please give that some thought and I will check in with you all in the next two weeks prior to this meeting and we'll come back with a draft based on the feedback of the things that I hear. Since that's on a vote, any more question or comments before I move to our next item? Hearing none. Sounds we'll move to the review of the 2025 board lays on assignments. >> All right. And this one jumps ahead to 112. Um similarly, you'll see highlighted a set of things. District construction committee, district insurance advisory, um intermediate district 287. You'll notice a list question mark in there. Um, you'll see Minnesota State High School League, Richfield Spartan Foundation, Safe and Supportive Schools, and Work Advisory. And so, what I'm going to ask members to do, um, is to also review the list of areas where they are currently committed. Um, see if there are things that they would like to give up or shift, um, which people could certainly share at this time if they like. Look at this list. See if there are things that interest you if you are a new board member or a returning board member. and in in my reachout conversation in the next couple weeks, we will have that conversation. Um the one thing I'm going to ask the board for feedback. Um intermediate 287 is a significant commitment. Um it's been filled by Crystal Brackie um who agreed to continue on. U Mr. Liss graciously agreed to to step into that spot. Um that is a significant commitment. It is representing us on an additional school board. >> Um and so Mr. Liss, are you still interested and willing? Yes. >> And then >> but that might change some of my other >> Yes, that might change some of his other commitments because that's a pretty significant commitment. And so I'll probably call Ken first in that conversation and see if there are things he's willing to give up um as part of that conversation. >> If you want it, I could uh move into the curriculum advisory is one of yours, unless that's one that you want to keep. >> Um ask Rachel if she'll [laughter] let me go. Huh? Let's talk about that. >> Okay. >> Um, yeah, that would be one that I'd be possibly willing, although I love those meetings. It's it's one that I'd be possible. And also um the uh uh director Dennis is is a commissioner on the human rights commission >> and I'm wondering if it would be a conflict of interest for her to be the school board liaison because it's killing two birds with one stone basically. >> Um I don't think that's a conflict of interest at all. I mean basically when you are a liaison you are just representing the board. So you're hearing things if there are things to bring back and you are sharing things with them if there are things to share. Um and so there is no conflict of interest in that case. That would be lovely. Um and as you say killing two birds with one stone writing the opportunity to do both. >> Be happy to accept [snorts] >> and which committee was that? I'm sorry. >> That's Richfield Human Rights Commission. And so taking those notes and again I will commit to reaching out and checking in with people. I'm going to actually formally just double check and make sure that everybody's okay with Mr. Liss representing us on 287 because they do actually ask that we um share that information with them to allow him to join their board which would be either at the end of this month or at the beginning of February. Um and so I just want to make sure nobody wants to fight Mr. List for that spot. >> All right, we will step forward with that and assume that that vote will go forward when it happens in two weeks. >> Thank you for stepping into that role. Yeah, it's a lot of work. >> Does it make sense to partner that with the SEC >> with which >> represent a school at SEC? >> To represent a school. >> Yeah, I was I was going to say that I probably that naturally he could slway, you know, wasn't that was something we were going to be thinking about. So, yeah. Perfect. >> SEC would work for me as well. >> Okay. Thank you. Um, if there's other committees, Ken, that you're like, that's that's a big commitment, um, let me know. And >> the I think the way we're doing safe and supportive is probably a good idea for a couple of reasons. One, I'm a full-time employee of a of a of an elementary school, so I can't keep missing days. So if anybody else wants to do the middle school and high school, although they are the two best meetings you have, >> those are the student ones. >> The student ones I mean I you know I go to REP and I go to >> the uh the parent one which are phenomenal as well. But if one of you want to do those if >> which one is that? >> So they're safe and supportive for our students at middle and safe and supportive for our students at high school and those occur during the school day. Um, and so it would require somebody to have some work flexibility to be able to do that. >> These students are some of the most >> interesting kids. They have a really good insight to these to these >> days of the week is I mean >> I don't know there's one on this coming in two days from now. Okay. >> At the high school, I think >> I can pro I look at the calendar and then I can see I could probably do that. Sandra can send you the dates for safe and supportive um that are set up. >> It's only once a quarter. >> So, >> it's actually easier when it's during the workday. >> I just don't want to keep missing school, you know, missing my job and it's just not fair to the place I work. >> I'm I'm also curious because it's at RHS and RMS during the day. If we partner the people in those representing those schools with those safe and supportive it would force me to go to the middle school a lot more if I >> and they feed you at the meeting [laughter] >> if you're able to go. Yeah, >> we can certainly look that I will make sure that when I call people to talk these things through that I have all the information and when they are in those components. Um I'm assuming that the um insurance advisory committee is riveting and if you need someone for that I I >> you're willing to join the spectacularly exciting insurance signed up. >> Yeah. >> Um construction committee um although that's just as needed and I'm sure there's not a whole lot there. >> Right. Almost never meets unless there are large construction projects. Since I'm already I was the backup for negotiations, it makes sense for me to be a part of those. >> Okay. >> Um but I might recommend or ask to trade that for um uh the fiscal planning. I think that I've been on that committee for 10 years now, I think. Um and it's a really great opportunity for I'd say for new board members to get an understanding of the school district's financials. Um even if it's just for a season. Um there's a lot of numbers that uh that they go through and it's a lot of the stuff that we then see a couple weeks later. So you get to see it twice. Steal and Paula's words. She mentioned that earlier today. >> What I what I shared is I I came from a to the board uh from a instruction. I was a teacher and the financials were not my strongest. And so my first two years I was the liaison for that committee and that gave me the opportunity to hear Craig in more detail talk about the financial things that will come to the board after and it had helped me learn a lot about fund balances and things like that. So I I I highly recommend it uh recommend that for anyone who's dying to learn more about >> and thankfully nowadays most of those are online meetings. So >> yeah, that didn't used to be the case before. Yeah, >> sounds good things for everybody to think about and reflect on. And again, I will check in with board members uh to have those conversations before our next meeting >> so we can come back with a draft. I'm just trying to look for other efficiencies here. Um and we've got our um where is it? We've got one for athletics and activities. >> Yeah, the Minnesota State High School. >> Well, we got that one in athletics and activities, but I don't think is athletics activities on this list. >> That yells the name Carter. >> Um yes, I believe Carter is their competitive activities advisor is the fifth one bound. Carter Peterson. >> I'm not volunteering you. No, but I'm talking about the minister. >> But I'm saying that those two together, I think, right? It makes some sense. >> Are you guys bored? How about let the new committee the new board members volunteer? >> And if the new committee members want or board members want both of those, you just rip it out from >> Oh, there's one for the Minnesota State High School League >> that we had that we don't have um someone on anymore. >> Call us out. >> I'll come. >> And then competitive athletic activities. I've been on. >> Yeah. Did you know what's tomorrow? >> Can you speak in the mic? >> Okay, never mind. I was just talking about the HRC thing. Ah, >> uh, the competitive activities advisory, uh, I've been on for plenty of years and would be more than willing to give that up. I'm sure they'd be glad to see me not there. Um the and to Kirk's point having having some I don't know if we we don't we I think they're listed alphabetically versus kind of tied together or associated committees or kind of related committees. I think that might not be a bad idea. I'd also say since I have the floor the comment about the um safe and supportive schools it might not hurt just to send those maybe I maybe you're already doing it I just missed it to put those in the packets or at least let us know as board members. I mean, with a number of us having either middle school or high school students, um, the opportunity to be able to pop in to sit in there, I don't know if we've got like a limit for how many board members they want attending, but might not be a bad idea. >> So, sounds like Steve, >> we get the invites. We get the invites from um Christina's group. >> Okay. >> Yeah. [clears throat] >> So, Steve's following up. >> Yep. I will follow up with everybody. Cassandra is capturing the notes of the conversation and then I will commit to coordinating to the extent that I can. >> Fantastic. Or we can have more discussion about this at our next meeting before we vote on it. Okay. Any final questions, comments? If not, we're moving to setting the honorarium for board members, board officers, and student board representatives. >> Uh yes. All right. So, um just a reminder, we do this each year. Um there is an honorarium set aside, $600 per month for every board member. Um an additional 300 for the entire year for the clerk, an additional 900 for the entire year um for the chair. Um then we also have uh 600 for the calendar year for our student board representatives and they have the option to accept the honorarium or doc uh or document their time serving for volunteer um hours in regard to their graduation. Uh so uh according to our state statute uh school boards do set their own compensation level. We did increase that a couple of years ago. Um and we are in line and competitive with um area districts and then we are one of the very few boards that uh provides any compensation or stipen to their to their student reps. >> The student board thing is an eitheror. >> It's an eitheror. They get to decide. Yes. You are not allowed to use uh paid stipended compensated things as your volunteer hours. Correct. >> And they decide that annually. >> Uh yes. Yes. >> And just to clear up a word, you said competitive. You meant median for our board honorary. >> Uh yes. Yes. Just >> thank you for changing language. Yes. >> Just for the new board members, it's an important distinction just because we in general strive to be for across the board for our groups to be in that median like just above median. Um not necessarily competitive or being the highest paid. and when we look at our uh sister districts. So, this looks like it's here for a vote of approval, which means it needs a motion. >> So, moved. >> Second. >> Thank you. Have a motion by Director Spencer, second by Director Cole. Need to fish a little bit. Um I'm assuming since it was quiet that we don't have any discussion, bring it to a vote. All in favor, please say I. >> I. I. All oppose, we say nay. The chair votes I and the honorariums are approved. Brings us to the next item, preschool fees as discussed earlier. >> All right. So, you heard the presentation in regard to prek fees um at each of our schools. And so, we have those uh set. You'll see the sliding scale um and you have seen this sliding scale in the past. That one is on page 116. Uh shows where people would be in terms of level 1, 2, and three. Um, and then on page 117 shows then the accompanying fees. So the only ones paying level three are those are paying full 800 possible dollars are those who are full price um not qualifying for VPK and also um not eligible for benefits. Um and then the sliding scale goes from there all the way to zero uh for students that qualify for VPK and qualify for a scholarship free and reduced lunch. questions or comments? >> Um, I think the only comment I have is just that the the half day as we compare this year to next year, there is no change. And I'm sure that there was a lot of work that went into coming up with that number for next year. But um you know as I'm assuming that there's some sort of cost of living increases that'll happen in our um sister districts. Um so maybe for the following year we should just look at that again. >> There could be what what we're planning on doing since this is our first year launching and the ability to charge for prek. We're going to do obviously that full fiscal analysis of how did it all work? Um do our fees that are lower or at 800 um actually keep us running um at a cost-effective method? we may need to increase those. It could also be a scenario where we decrease those um because our goal is to just defay the cost of of adding this offered this offered benefit to our students and families. Okay, >> with that I will move that we approve the fee preschool fee schedule. >> I second a motion by Director Spencer and a second by Director Cole. Um I do have a question. Um and I just want to be clear on this. So the um that first chart for determining tuition level and cost um 185% of the federal poverty guidelines. >> So I'll say it just to be clear. So right so why or actually I guess I'll ask a question. Why why 185 and why 240? This is similar to the sliding scale we use for community ed. And so we built this off our current and previous um scales. I'm seeing the 185 is what you need for reduced lunch. So that anyone who's at 185% of poverty, that's reduced lunch. Free lunch is 130% of poverty. And then 240 is kind of the next if you added 55% between those two be another. Is it 55? Did I do that math right in my head? Y >> got it. You're going the other direction. Okay. >> Yeah. >> Perfect. Don't leave. So we always have someone who knows that. >> Okay. >> I have it written down. >> That's why they're here to spite me. That's right. >> Actually, you need me. >> That's why it's [laughter] Thank you for that. Um, any more questions or comments? A lot of silence. All in favor, please say I. >> I. I. >> All post, please say nay. Chair votes I. And we have an approve. We have approved preschool fees. brings us policy 709 development and maintenance of inventory of of and inventory of fix fixed assets and fixed asset accountant system and administrative guidelines 709.1. >> All right. And so this is that first read and so we are just refamiliarizing ourselves with scintillating policies about those about how do we maintain an inventory and how do we um account effectively for the materials and goods that we have. Uh this is a statutoily required component including the reporting um annually to the commissioner of our inventory and accounting system. Um and it shows that um within the policy and guidelines. And so this is again just to refamiliarize ourselves. So we read the policy in read one. Um we will have updates in read two and then it will be back in the first meeting in February for read three um for recommended passing with all the updates. Any questions or comments now? If not, we will move on to policy five. >> I have one and maybe it's just that I'm >> okay. >> Sorry, I thought I turned on one question. Um, in section A 2A1, it says, "Capital assets additions shall be recorded in accordance with generally accepted government accounting standards. assets shall be capitalized using a threshold of $10,000 or more per single item use of four years. And this is for those capital assets less than 10,000 per single item but more than 50. I got it. Never mind. >> Okay, I just had to read it out loud. >> Any more questions? >> It was the single item versus aggregate. >> Got any [clears throat] more questions on that? >> Well, plenty of time to review. brings us policy 581, protection and privacy of pupil records and administrative guidelines 581 and 581.2. >> All right. So similarly, sorry. >> Sorry, this first read. >> Uh yes. So similarly [clears throat] that first read is just again to refamiliarize oursel. This policy talks about how do we um establish what information about our students is shared under what circumstances. and make sure that we um are following both state statute but also um things that align to our overall beliefs about um maintaining data privacy and supporting our students. And so this policy and guideline are being reviewed by our student information team, our student services department and making sure that we are um doing all the things to protect our student data privacy um to the fullest extent that is possible. So with that, we have it again for you for a first read. there's any feedback, we can take it now or over the next couple of weeks. Uh we'll have a second draft at our next meeting and again third and final in February for possible passage. >> I have a question this um so what's our process for giving feedback? So say I read through this I have like three notes. Who do I send it to? You email it to me and Cassandra. >> Perfect. Thank you. >> Great question. >> Thank you. Or text or call at any time. >> Okay. Just check. >> Yeah. >> That's a simple one. Any other questions? >> Okay. Brings us to the last item, which is donations. >> All right. So, uh, recommending that the board accept the following donations with gratitude. RHS special ed department received a donation of $200 from Dawn and Nicholas Caruso for the Compass cardmaking program. Thank you to Donnie and Nicholas Caruso. RHS wrestling team received a donation of $250 from Timothy Wicker and Carolyn Deeders of Minneapolis. Thank you, Timothy Wicker and Carolyn Deeders. And then the Richfield High School Spartan Food Shelf received the following donations. $300 from Sarah Day of Madison, Wisconsin. $250 from Michael and Deborah Duncan of Okconawak, Wisconsin. $200 from Jamie Anger of Wyoming, Minnesota. $100 from Derek and Deborah Miller of Spring Green, Wisconsin. $100 from Roseanne and George Russ Valley of Boone, North Carolina. $100 from James Dvita of Spring Green, Wisconsin. $100 from Mary and Ralph Legagal of Spring Green, Wisconsin. $50 from Laura Arnold of Spring Green, Wisconsin. $35 from Linda Sharp of Madison, Wisconsin. And $25 from Don and Sunnisen Greenwood of Spring Green, Wisconsin. Thank you for your generous donations to the Spartan Food Shelf. >> It's a lot of Spring Green Wisconsin. Oh >> yeah, >> a lot of Wisconsinians. >> Yeah, >> thank you to our Packer fans for >> those. That doesn't mean they're Packer or Badger [laughter] fans. >> They are Badger fans. >> Based on the last name um and the location, I'm guessing they're connected to one of our staff members at Stam. Um and so we thanks to the generation of the family, friends, and community of uh some of our staff members. >> I think there was a significant fundraiser last year. I seem to remember a list similar to this last year. So maybe it's a holiday tradition for a family. >> Could be. >> Sounds like a >> I I'm I'm always so grateful about this uh because it makes me think of people thinking of our students and and and rooting for them. Uh and in that I will move to uh I will make a motion to uh receive these donations with so much gratitude. >> I'll second that. >> We have a motion by Dr. Cole and a second by director list to accept these donations with so much gratitude and no fake cough. Just kidding. We we truly do appreciate it. Uh we truly appreciate it. >> Uhhuh. >> There was a motion. >> There was a motion. >> Second. >> And it was seconded already. >> Oh, I like the effort. [laughter] >> A good effort. All in favor, please say I. I. All post we say nay. The chair votes I and we accept these donations with so much gratitude. >> Hashtag # so much gratitude. >> Next brings us to advanced planning. First item is a legislative update. >> Uh just briefly uh we do have that study session coming up a month uh in our first meeting in February. And so we'll talk about our legislative platform. I'll have reviewed things with board members prior to then. Um and then uh big news in the state today. It would appear that the current governor, Governor Walls, has decided most likely he is not running for governor. Um, and so there will be some questions about what is happening in that situation. Um, and obviously governor has an impact on schools and school systems um because they name commissioners or the commissioner of education and so there is untold changes in the future. Uh, but we will have almost a year before that election. Um, so things to keep an eye on. questions, comments. Brings us to information and questions from the board. >> Just thanks for being welcoming to us on our first day. >> Um, so thanks h happy and excited to be here and go on this journey with you all. >> We're excited to have you guys here and open to questions one-on-one. [laughter] Any suggestion or future agenda items? Last item is future meeting dates. Uh reminder that next meeting will be on Tuesday, January 20th at 7 p.m. will be public comment. Then as Steve has said a couple times, then we'll our first meeting will be in February, our first meeting in February is on the 2nd. It'll be a 6 p.m. study session meeting with the legislators and then our 7 p.m. regular board meeting. With that, our final business is to adjourn. As this item doesn't require a full vote, I officially join the meeting at 9:09. All right.